PLASTIC FREE BOY Special for RECYCLING WEEK

Learning Area

Mathematics

Strand

Content Descriptors

Statistics and Probability

Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095).

Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096).

Statistics and Probability

Pose questions and collect categorical or numerical data by observation or survey (ACMSP118).

Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119).

Statistics and Probability

Construct and compare a range of data displays including stem-and-leaf plots and dot plots (ACMSP170). Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context

of data (ACMSP171).
Describe and interpret data displays using median, mean and range (ACMSP172).

Statistics and Probability

Investigate techniques for collecting data, including census, sampling and observation (ACMSP284).
Explore the practicalities and implications of obtaining data through sampling using a variety of investigative

processes (ACMSP206).
Investigate the effect of individual data values, including outliers, on the mean and median (ACMSP207).

Statistics and Probability

Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly and from secondary sources (ACMSP228).

Construct back-to-back stem-and-leaf plots and histograms and describe data, using terms including ‘skewed’, ‘symmetric’ and ‘bi modal’ (ACMSP282).

Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location (centre) and spread (ACMSP283).

Learning Area

Year

Strand

Content Descriptors

English

4

Language

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience ACELA1490).

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498).

Literacy

Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1690).

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694).

Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695).

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697).

5

Language

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504).

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512).

Literacy

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701).

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose
and audience (ACELY1704).

Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705).

Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707).

6

Language

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518).

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion ACELA1525).

Literacy

Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711).

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose
and audience (ACELY1714).

Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715).

Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717).

7

Language

Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531)

Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through
language (ACELA1537).

Literacy

Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721).

Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725).

Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726).

Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728).

8

Language

Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1543).

Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547).

Literacy

Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text (ACELY1732).

Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736).

Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810).

9

Language

Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553).

Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (ACELA1561).

Literacy

Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745).

Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746).

Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747).

Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748).

10

Language

Understand conventions for citing others, and how to reference these in different ways (ACELA1568).

Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571).

Literacy

Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752).

Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756).

Review, edit and refine students’ own and others’ texts for control of content,
organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757).

Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776).

Learning Area

Science

Strand

Content Descriptors

Science Understanding

Living things depend on each other and the environment to survive (ACSSU073).
Natural and processed materials have a range of physical properties that can influence their use (ACSSU074).

Science as a Human Endeavour

Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE120).

People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE121).

Science as a Human Endeavour

Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE135).

People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE136).

Element

Composing texts through speaking, writing and creating

• compose and edit a range of learning area texts
• use pair, group and class discussions about learning area topics as learning tools to explore andrepresent ideas and relationships, test possibilities and to prepare for creating texts

Composing texts through speaking, writing and creating

• compose and edit learning area texts
• use pair, group and class discussions and informal debates as learning tools to explore ideas andrelationships, test possibilities, compare solutions and to prepare for creating texts

Composing texts through speaking, writing and creating

• compose and edit longer sustained learning area texts
• use pair, group and class discussions and formal and informal debates as learning tools to exploreideas, test possibilities, compare solutions, rehearse ideas and arguments in preparation for creating texts

Composing texts through speaking, writing and creating

• compose and edit longer and more complex learning area texts
• use pair, group and class discussions and formal and informal debates as learning tools to exploreideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts

Creating with ICT

• create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes

Generating ideas, possibilities and actions

• identify situations where current approaches do not work, challenge existing ideas and generate alternative solutions
• assess and test options to identify the most effective solution and to put ideas into action

Generating ideas, possibilities and actions

• generate alternatives and innovative solutions, and adapt ideas, including when information is limited or conflicting
• predict possibilities, and identify and test consequences when seeking solutions and putting ideas into action

Personal and Social Capability

Generating ideas, possibilities and actions

• speculate on creative options to modify ideas when circumstances change
• assess risks and explain contingencies, taking account of a range of perspectives, when seekingsolutions and putting complex ideas into action

Social awareness

• identify the various communities to which they belong and what they can do to make a difference

Social awareness

• plan, implement and evaluate ways of contributing to civil society at local, national regional and global levels

Key concept